Theory Model for the Integration

<p>This article develops a theory integrating psychological safety and psychological availability within the context of human resource development (HRD) objectives. While research on psychological safety, a willingness to take an interpersonal risk, has blossomed over the past two decades, no theoretical modeling has been offered with links to psychological availability as originally proposed by Kahn (1990). Through the employment of Dubin's (1969) theory-building method, this article develops the integration of psychological safety and psychological availability with a systems framework. A literature review is conducted to define and assess the proposed operational units within the theoretical model focused on inputs, mediating processes, outputs, and feedback input. Implicit voice is proposed as a feedback input that attempts to assess the role of an individual’s prior experiences in the system process. Dubin's (1969) remaining steps for theory construction are completed, up to the point of empirical research. Finally, implications of research, theory, and practice within the field of HRD are examined.</p>

Theory Model for the Integration

<p>This article develops a theory integrating psychological safety and psychological availability within the context of human resource development (HRD) objectives. While research on psychological safety, a willingness to take an interpersonal risk, has blossomed over the past two decades, no theoretical modeling has been offered with links to psychological availability as originally proposed by Kahn (1990). Through the employment of Dubin's (1969) theory-building method, this article develops the integration of psychological safety and psychological availability with a systems framework. A literature review is conducted to define and assess the proposed operational units within the theoretical model focused on inputs, mediating processes, outputs, and feedback input. Implicit voice is proposed as a feedback input that attempts to assess the role of an individual’s prior experiences in the system process. Dubin's (1969) remaining steps for theory construction are completed, up to the point of empirical research. Finally, implications of research, theory, and practice within the field of HRD are examined.</p>

Profiles of Maladjustment and Interpersonal Risk Factors in Adolescents

The individual’s adaptation problems can lead to risky behaviors such as drug use. This study aimed to analyze the existence of different adaptation profiles (personal, school, and social) in adolescents. Thus, the study aimed to analyze the existence of significant differences in interpersonal risk factors depending on the degree of adaptation. The study participants were 1,201 students of Compulsory Secondary Education (M = 14.43, SD = 1.43), and 50.6% were girls. The TAMAI Test (multifactorial adaptation self-evaluation test) and the FRIDA questionnaire (Interpersonal Risk Factors for Drug Use in Adolescence) were used. A latent class analysis (LCA) revealed three different types of adaptation: maladjusted group, at-risk group, and adjusted group. The results showed the existence of significant differences between the different adaptation profiles based on interpersonal risk factors. The data obtained will help school and mental health plans to prevent misbehaving or risky behaviors.

Building Learning Agility Through Psychological Safety

“Building Learning Agility through Psychological Safety” examines psychological safety, a shared belief held by members of a team that it is safe for interpersonal risk-taking and its positive impact on learning agility. This chapter postulates that learning agility is enabled and accelerated by a culture of risk-taking, openness, and experimentation. The chapter also discusses the role of the leader in activating and accelerating team learning. Beyond the intrinsic motivations and learning skills an individual embodies, there is an important role a leader plays in creating the team environment and culture where employees feel empowered to learn by taking risks and trying new skills, practicing, failing fast, reflecting, and learning. By creating a psychologically safe environment, the leader creates the conditions necessary for building and nurturing learning agility.